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Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know

Richard L. Miller, William J. Wozniak, Marci R. Rust, Beverly R. Miller, Jennifer Slezak
1996 Teaching of psychology  

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This study was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 7J) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or leaming about
more » ... topic through standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the eiiminarion of erroneous beliefs.
doi:10.1207/s15328023top2304_2 fatcat:cftl4g3imfaxfadu47luankkpu
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Richard L. Miller, William J. Wozniak, Marci R. Rust, Beverly R. Miller, Jennifer Slezak. "Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know." Teaching of psychology 23.4 (1996) 215-219